Primary Geography Quality Mark Application - Gold

South Farnham School2014

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Children have a very good understanding of places in the world as a result of our well planned curriculum. Through this they are able to consider where the places are, what they are like, the similarities and differences between them and how they are connected.

All year groups and classes have planned lessons which are differentiated according to ability. This ensures that children of all levels have access to the concepts encountered.

This helps to underpin the children’s understanding of global issues and challenges.

Section 1: Supporting Achievement - How effective is geography in your school?

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These comments apply to the following two pages.

Year: 5Unit of work: Rivers and Coasts.Context: Children were asked to study the River Severn, whilst developing their understanding of the features of rivers.Why was it chosen? These pieces show how tasks are differentiated to suit children of differing abilities.What does it show children know, understand and can do? It shows that children can apply their theoretical knowledge and understanding of the features of a river to real-life contexts at an appropriate level to engage and enrich their learning.

Lower ability task

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Core ability task.

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All classes have been encouraged to start every geography lesson with a mental starter. This may include games such as Taboo for the related topic, using Google Earth to view a particular location, or watching a video clip. These each give children the opportunity to recap learning from previous lessons or develop their knowledge in a new area. Here are some examples from our planning: Year 1: Mental Starter: Google maps and Google Earth Year 2: Mental starter: Play a game of hangman using seaside vocabulary Year 3: Mental Starter: 'Give me 10 words' - Read the title of the topic and

ask children to write down ten words that are linked to it. Topic ideas - Different uses of Maps, Important features of maps, Amenities in Farnham and Guildford, giving directions.

Year 4: Mental Starter: Virtual World, Fun Stuff, Scrambled Place, Countries.

Year 5: Mental Starter: Capital Chase- read name of capital city and children guess the country.

Year 6: Mental Starter: Play 'Odd one out' with a selection of words to do with weather.

A1: Pupils have good knowledge, appropriate for their age, of where places are and what they are like

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To give the children in our school a good understanding of what other countries are like and their similarities and differences to Britain, we have encouraged connections with previous students, family, friends and international school partnerships.

Further to this Year 6 children attended an assembly whereby they ‘Skyped’ a teacher’s brother who lives in Japan. He explained what life is like living in Japan and the similarities and differences in the education system. The children had the opportunity to ask several questions about his experiences and how these compare with living at home in the UK.

We are luckily enough at South Farnham to have a sustained and mutually supportive link with Tezukayama School in Japan. This allows the children to share experiences and therefore develop their knowledge and understanding of different cultures.

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Each week in upper and lower school assemblies class teachers have been discussing current global issues and challenges to encourage children to learn about the world around them and the impact that it may have on them. Examples of these topics include:

More severe weather warnings for parts of the UK

Cliff falls into sea in East Sussex

Big freeze continues to grip USA

Rubbish clean up on Mount EverestA1: Pupils have good knowledge, appropriate for their age, of where places are and what they are likeA2: Geographical enquiry and skills: fieldwork, map work, critical thinking and the use of ICT are used to support achievement in geography.

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Children at South Farnham especially enjoy learning that is related to their own experiences. As mentioned previously, during each upper and lower school assembly a discussion is held with relation to a current geographical topic. The flooding this year is something that has had a great impact on the children. Whether it was because they had no power at Christmas, or they know someone who has had a bad experience with water entering their home. As a result of this, several discussions have been had about global warming.

Year: 5Unit of work: Rivers and CoastsContext: Children were asked to explain the water cycle. As an extension activity they used their understanding of this and of global warming to research whether it would ever stop raining on Earth.Why was it chosen? This task shows the children’s enthusiasm for research activities which give them the opportunity to develop their understanding of geography related topics, in this case, global warming. What does it show children know, understand and can do? This piece demonstrates that the children have a good understanding of the consequences of global warming and can explain how this relates to the water cycle.

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Year: 5Unit of work: Rivers and Coasts / Music – song writingContext: Year 5 children were asked to revise what they had learnt about songs and song writing so far. Their task was then to decide on a topic as a class and write a songWhy was it chosen? This example of a song shows the children’s interest in their local area and how they have tried to relate to what others are going through. What does it show children know, understand and can do? This child can use their own and others experiences to demonstrate their understanding of the impact of bad weather on different communities.

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Geography displays and world maps can be found around the school. These encourage learning of

particular topics inside and outside of the classroom.

A2: Geographical enquiry and skills: fieldwork, map work, critical thinking and the use of ICT are used to support achievement in geography.

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ICT is an integral part of the children’s learning in geography and it is very much used to support the children’s achievement in geography. For example, in year 3 the children learn about India and how it compares with the UK. There is a focus on climate zones and map skills. The children use ICT resources such as Google Earth, Virtual World and Virtual Geography to develop their understanding of the locality, and allow to draw comparisons.

A2: Geographical enquiry and skills: fieldwork, map work, critical thinking and the use of ICT are used to support achievement in geography.

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Fronter is a virtual network that we use at South Farnham School. At the start of each ICT lesson, the children are given the opportunity to build on their learning from other subjects. The site has links to a range of activities including games, puzzles and video links.

A2: Geographical enquiry and skills: fieldwork, map work, critical thinking and the use of ICT are used to support achievement in geography.

As you can see in the image opposite, Fronter has several geography resources. In year 5, children can use this resource to complete river feature jigsaws, develop their map work or attempt word searches relating to rivers and coasts.

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Fieldwork and Geographical Enquiry

Fieldwork is something that is emphasised throughout South Farnham School as practical, hands-on experiences are invaluable to children’s learning.

Year 3 the children go on a day trip to Dapdune Wharf whereby they study modes of transport and look at the human impact of these on the environment. In addition to this, they explore ecosystems at Wisley gardens in the Summer term.

In year 4, children have the opportunity to apply their map and orienteering skills on their trip to Marchants Hill.

Children in Year 5 learn about water and its effects on landscapes and people. To further this, children take part in a residential trip to Osmington Bay to develop their knowledge and understanding of rivers and coasts. This first hand experience enables the children to apply their learning and make it more memorable.

Year 6 children carry out locality studies, which enables them to compare features of two areas. In addition to this, the children take part in pond exploration and develop their knowledge and understanding of how humans have adapted the environment to cater for their needs during their residential trip to Preston Montford.

A2: Geographical enquiry and skills: fieldwork, map work, critical thinking and the use of ICT are used to support achievement in geography.

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Year 6 pupils identifying a range of pond life.

Year 3 on a field trip to Wisley gardens to explore habitats and ecosystems.

Year 6 children developing their orienteering skills.

Year 2 children making maps on a visit to Alice Holt Forest.

Year 1 designing a trail that celebrates the different areas in the school grounds.

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Year: 1Unit of work: MappingContext: Year 1 children were learning to create maps of their local environment including physical and human features and giving directions after walking a specific train through the area.Why was it chosen? This example shows that children enjoy developing their geographical skills through hands-on experiences and their own independent exploration of an environment.What does it show children know, understand and can do? It shows that children are able to use a multitude of skills in different situations to enhance their learning.

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Pupils enjoy geography at South Farnham School. They work with enthusiasm and commitment. This can be seen towards their positive attitudes towards the range of tasks they undertake including written tasks and practical workshops.

Year 6 children enthusiastically taking part in a Caribbean drumming workshop, which links with their geography topic.

A3: Pupils’ positive attitudes towards geography support progress within and between stages of learning.

Whilst learning about India in Year 3, children develop their understanding of traditional values and practices by taking part in Bhangra dancing during their PE lessons.

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A3: Pupils’ positive attitudes towards geography support progress within and between stages of learning.

Sport reliefAs a school we raised over £900 for Sport relief 2014. The children were committed to raising as much money as possible. In doing so, they sold wrist bands and took part in a sponsored mile. Children ran, hopped, skipped and rolled their way around the school field to support this cause. This dedication highlights the children’s interest in helping others and developing their own understanding of how to strengthen communities, live safer lives, have a bright future and create a fair society; all things which Sport’s relief promote.

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All staff have a copy of the curriculum map within the geography policy which enables them to clearly see the topics covered by children in previous years as well as what they will be learning in future years. This enables the teacher to make links between these topics and ensure children are well equipped with the knowledge they need to gain before they progress to the next stage of their learning.

South Farnham has thoroughly reviewed medium term planning to add or emphasise additional requirements for Geography lessons in line with the New Curriculum. As an example in Year 3 more emphasis will now be placed on ‘Biomes’ when studying India and in Year 4 more comparison will be made with UK when studying Egypt with regard to the distribution of natural resources previously not discussed in either of these year groups.

Section 2: Supporting Teaching - How effective is the teaching of geography in your school?

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Whole School Teaching and Learning Here is an example of a Year 4 Assembly about Easter in Sri Lanka. Children

were being asked where they thought Sri Lanka was and used a globe to locate. They had fun answering questions such as which hemisphere it was in, which countries it bordered. Cross-curricular learning is an important part of the curriculum and enhances the quality of the geography that children experience, helping them understand that their experiences are similar to those all around the world. Activities such as these help to develop teaching and learning in geography as well as other subjects such as PSHE&C.

T1: Teaching is underpinned by good subject knowledge. The teaching of core geographical knowledge underpins children’s learning about the world.

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Medium Term PlanningWEEKLY PLANNING GEOGRAPHY AUTUMN TERM 2013

11.11.13 Lesson 10

Programme of Study: 1ac, 2ag, 3af, 4a

a To be able to identify key features of the world and Europe.

b To investigate geographical questions.

c To use secondary sources of information

Activities WHOLE CLASS SUPPORT EXTENSIONBlooms Taxonomy Reference

Knowledge/Comprehension/Application and to include opportunities for Analysis

Initial focus: Knowledge/Comprehension/Application

Giving opportunity for Synthesis and Evaluation

Mental Starter: Taboo- Children have to define geographical terms without using certain words and the others guess what they are describing. e.g. rivers- without saying water, flowing etc.Recap what the children found in the parcel last lesson and what interested them the most. Children then create factfile about Tanzania using previous letter and facts discovered.

Fact file prompt

Children use Atlas and internet to independently

research the location selecting key information. Children write a letter in response asking relevant

questions.

Article 15: Chn have the right to meet together and to join other groups and organisations as long as this does not stop others from enjoying their rights.

Plenary: Recap facts they have found out about Tanzania and their opinion of the country based on these.

Cross Curricular: Literacy- using non-fiction texts I.C.T. Ppt

Assessment Test Observation * Dialogue/Presentation Written * Resources: Parcel, second letter, map, powerpoint fact file prompt

Teachers differentiate lessons to support and extend pupils within the class. Three activities are planned in this example – a fact file independently researched, a fact file with a prompt and to promote evaluation and synthesis a letter asking the other child questions. Different learning styles are challenged using Blooms Taxonomy which encourages questioning, investigation and a critical thinking when approaching geographical questions. The example shown here stimulates children to enquire about another child in Tanzania who has sent a parcel to class and to compare lifestyles and the weather.

T2: Teacher’s apply their skills through effective pedagogy and ‘curriculum making’ to provide relevant and effective content.

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Effective Pedagogy at South Farnham• Connection to real life is key in the teaching of Geography at South

Farnham. Teacher’s aims are to use students’ experiences and knowledge as a point of comparison, enabling students to improve their achievement.

• The example here shows how the arrival of a parcel containing a flag and a picture of a child prompts research to locate where the flag came from and why the child in the picture is stood outside a straw house in a desert. This work enabled alignment of the two environment s as the children realise where the child lives and how the country’s features differ from their own, such as temperature and rainfall, proximity to the Equator.

• As different groups focus on different tasks a learning environment is established where facts are shared and children begin to form opinions about the lifestyle of the child in the picture .They begin to take ownership of their learning and become happy to make decisions about what they have learned.

• Further interest and learning then is promoted as the children in Year 4 draft a response to the child discussing their own lifestyle and the climate in the UK.

T2 Skills: Teachers apply their skills through effective pedagogy and 'curriculum - making' to provide relevant and effective content.

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Year: 4Unit of Work: To investigate less developed countries on continents around the world Context: Following a letter from a child in Tanzania sharing information about their home, climate and lifestyle the children were encouraged to reply sharing information about their own lives.Why was it chosen? Connection to real life is key and using the children’s own experience and knowledge developed their thinking about the country concerned.What does it show children know, understand and can do? The children showed understanding of the differences of geographical features of the landscape, climate and lifestyles of the different countries.

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Year: Year 4 Unit of Work: The unit of work is to investigate continents around the WorldContext: The children chose a country within a continent to study that is less developedWhy was it chosen? A parcel arrived from a child in Tanzania containing a flag and a picture which the children had to research to find out which country it come.What does it show children know, understand and can do? The unit provided an opportunity for the children to research from secondary sources including Google Earth, atlases and information books to understand the climate, language, flag and geographical features of the landscape.

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Good subject knowledge Children learn in different ways and it is important to utilise visual, auditory and

kinaesthetic techniques to consolidate learning for all. The Lesson plan seen here shows how this is done, linking kinaesthetic learning actions for fact files in literacy to facilitate the activity in Geography lesson. Effective pedagogy and active learning ensures high expectations and that the children enjoy geographical activities too as they highlight headings and subtitles.

T2: Teachers apply their skills through effective pedagogy and 'curriculum - making' to provide relevant and effective content.

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Assessment for Learning

Assessment is based on ‘learning’ not teaching. Every lesson has a clear objective as demonstrated in the medium term planning begins with ‘To be able to …’ The success criteria clearly highlights ‘You will be able to…’ Plenaries use AFL questions to probe the learning achieved by the children as seen below.

Each classroom has prompts to encourage children to self-assess and reflect on their quality of work and achievement within their targeted objective

T3: Teachers enjoy the subject and convey high expectations: assessment is valued as an essential tool in planning and monitoring pupils’ progress.

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While every lesson plan is differentiated to the needs of the children in the class every term a ‘Worksample’ is generated which is used to moderate the assessment of all classes across a year group. This ensures a consistency in the approach to assessment and further development to ensure how children understand how geography can help them become environmental campaigners, fieldwork explorers or global citizens is discussed at this time.

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These comments apply to the following two pages…Year: 3Unit of Work: To list amenities within Guildford and FarnhamContext: To recognise places fit within a wider geographical context and are interdependent on each otherWhy was it chosen? To identify that different places have different amenities and understand how they have become important to the town.What does it show children know, understand and can do? This activity highlighted children’s knowledge of the amount of different amenities in the different places that were similar or different, using differentiated work guides to aid thinking

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At South Farnham school, there is highly supportive culture that seeks to find out information about different lifestyles and cultures around the world.

The enthusiasm of staff maintains high standards reached within the teaching of this subject. This motivation to explore and learn is also shared by children and the wider community.

The school has a desire to continually ‘pursue excellence’ and this is one of reasons why it is successful. Geography has been continually reviewed to identify further areas for development.

Section 3: Supporting Behaviour andRelationships - How well does geography support behaviour and relationships?

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These comments apply to the following two pages…Year: 3Unit of work: This is a year three unit of work on IndiaContext: The children develop ideas about a less economically developed country. Why it was chosen? This shows appropriate observations about locations of physical and human features using maps and secondary sources. What does it show children know, understand and can do? Children describe a range of physical and human features of places using appropriate geographical terms and making geographical comparisons between localities studied.

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World Drumming WorkshopThrough music children celebrated life and the climate in the rainforests. After class based tasks the children explored the sounds of the rainforest through drums and percussion instruments.

Chinese New YearChildren have been using globes and atlases to locate countries around the world. To celebrate some festivals around the world they each made a Chinese dragon mask.

B1: Geographical knowledge promotes positive relationships and behaviours.

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A display encourages children to consider children's rights and responsibilities around the world. All lessons contain references to these rights and are a focal point within every assembly. This element of geography underpins learning across the school and as a result pupils have a better understanding of diversity and cultural difference.

Rights and responsibilities are displayed in the corridors around the school. These help children to understand the responsibilities that link to being a global citizen.

B2 Skills: Geographical skills promote a better understanding of difference and diversity.

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In order to understand different lifestyles and cultures and share our own experiences we have further developed links with Tezekuyama school in Japan.

We have a display that is regularly updated with information exchanged between children from both schools.

This sustained and mutually supportive link allows the children to learn from each other, promoting tolerance and respect.

Children exchange information about some of the work they are completing in class.

Pictures and work allow a comparison of the type of work produced and the overall learning environment.

B1: Geographical knowledge promotes positive relationships and behaviours.

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Visitors to the school speak about global issues affecting communities around the world. They use their geographical understanding to participate in projects with sustainability in mind.

A speaker from water aid speaks to the children about the charity and its work in other countries. The children learn of the importance of the sewage system in developing countries.

B3 Attitudes and values: Pupils develop self esteem through genuine opportunities for participation in applied geography

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Children collect evidence from two parts of a river and the sea. The types of flora, fauna and its impact on biodiversity is studied.

Children participate in several Geography projects which contrast localities. An example of this can be seen in Year 5. The children begin their work in the classroom and then take a residential trip to Osmington bay to study coastal erosion, rock formation and marine zonation. After the trip, the children make decisions about how they want to continue their learning.

A lesson plan that shows how these outdoor experiences are embedded within the curriculum.

B3: Pupils develop self esteem through genuine opportunities for participation in applied geography.

WEEKLY PLANNING Summer 2014

Year 5

P.O.S. Objectives 1c 2g 3f 4b 5b 6a,c

C To consider health and safety issues when we are on the beach at Osmington.

D To use maps to locate places in the UK, consider counties and cities.

Activities SUPPORT EXTENSION

Blooms TaxonomyReference

Initial focus: Knowledge/ ApplicationGiving opportunity for Synthesis and

Evaluation

WHOLE CLASS

B To revise key vocab for rivers and the water cycle, as studied last term Article 12: Children have the right to say what they think.

GEOGRAPHY

Lesson 7 - a) Revise learning from Osmington last week. b)Use maps to locate Osmington. what county is Osmington in? Groups answer questions based on map of Osmington and surrounding area. c) Discuss your observations on the beach and river study when in Osmington. How did you ensure you were safe?

SOUTH FARNHAM SCHOOL

Knowledge / Application and to include opportunities for Analysis

Use 6 figure grid refernces. Prepare a talk about to present to class about health and safety on the beach at Osmington and your observations when there.

Date: WEEK 4 12th May

C To raise awareness of the constant threat of erosion. Article 29: Education should encourage children to respect their own and others cultures.

Peer / teacher support. Use four figure grid references.

B2 Children use their knowledge of risk in the environment to help themselves and others stay safe.

Children discuss safety issues before entering into the rock pools at Osmington. This is later reflected on in class, whereby the children present about health and safety precautions they needed to take when they were there.

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The children’s eco council helped the school achieve Green Flag status. These sustainability based projects enhanced Geographical learning across the school.

A lesson plan links curriculum based work with the whole school eco action plan.

Children’s eco work is displayed around the school encouraging talking about points surrounding geographical issues.

B3: Pupils develop self esteem through genuine opportunities for participation in applied geography.

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Children throughout the school participate in projects focusing on sustainability.

Children complete a project where they design a village that needs to environmentally sustainable.

The school eco council surveying electricity use around the school as part of ‘switch off fortnight.’

B3: Pupils develop self esteem through genuine opportunities for participation in applied geography.

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As part of their curriculum work, the children created surveys to show their water usage. This had a positive impact as further surveys demonstrated a reduction in water waste. This showed a development of greater awareness of the need to efficiently use this valuable resource.

South East Water spoke to us some more about how we get fresh water and how to ensure sustainability. An article about the talk at our school was put on the South East Water website.

The children looked at water and compared water usage locally with other areas of the United Kingdom and places around the world.

B3: Pupils develop self esteem through genuine opportunities for participation in applied geography.

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Year: 3Unit of work: Eco-Schools SurveyContext: Children created and carried out a survey of their water usage at home, showing that their water usage was better in the second week. This was after the water talk from South East Water.Why was it chosen? This piece of work shows that the children have a good understanding of the need to be eco-friendly, both at home and at school.What does it show children know, understand and can do? It shows that the children have a good understanding of the environment and their impact on it, thereby promoting positive behaviours.

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Children participate in trip that looks at biodiversity, flora and fauna. They study how plants have adapted themselves to live in different climates around the world.

Children pot their own plant in a biodegradable paper pot. This is then planted at home.

The children learn about different types of plants and where they are found globally. They take samples to further research back in the classroom.

B3: Pupils develop self esteem through genuine opportunities for participation in applied geography.

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The school council raise awareness of festivals around the world by frequently updating display boards which raises awareness of global and geographical issues.

Children learn more about cultures and different traditions from other cultures and countries. Children present to the school about Chinese new year. This is one of the many opportunities the children have to apply their Geographical learning. All children are encouraged to share their own knowledge throughout this assembly.

B3 Attitudes and values: Pupils develop self esteem through genuine opportunities for participation in applied geography.

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Children and staff create displays as part of their research on different locations around the world. These successful displays pose thoughtful questions to engage the children.

Children’s Geography topic work is displayed for children around the school. This encourages talking about the topic, inspiring them to explore topics further.

B3 Attitudes and values: Pupils develop self esteem through genuine opportunities for participation in applied geography.

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Through the study of geography, children are given opportunities to develop an awareness of their immediate surroundings, other places and how people have used their environment. Children are encouraged to broaden their knowledge of places and environments throughout the world. As pupils study geography they encounter different societies and cultures. This helps them realise how nations rely on each other. It can inspire them to think about their own place in the world, their values and their rights and responsibilities to other people and the environment.

A script written by teachers and children and performed to the school. This particular assembly compares our climate and clothing to that of India.

B3 Attitudes and values: Pupils develop self esteem through genuine opportunities for participation in applied geography.

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Our Vision: Within our geography curriculum we aim to develop children’s understanding of the features and conditions that make up the physical environment.

We aim to stimulate their interest in their surroundings and develop their skills through first-hand experience and geographical enquiry. At South Farnham, we hope that our children develop an informed concern about the quality of their world and

leave the school with a clear understanding of what it means to be a global citizen (See Geography Policy).

This vision informs the geography curriculum that we deliver. As part of the half-termly meetings of the Geography team the current planning is review and updated in line with the children’s needs. This is further supported by the use of Bloom’s taxonomy to differentiate all lessons to suit the needs of all of the learners across the school.

L1 Knowledge: The school knows where it is going. There is a `vision’ for geography that is helping to shape the way that the subject is taught and which acknowledges that we live in a global, interdependent world.

Section 4: Leadership and Management - How well is the subject led and managed?

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The appropriate section of the School Development Plan is updated annually by the Geography Team. This is then put together as a whole-school document to ensure the school’s ethos – ‘the relentless pursuit of excellence’ - is upheld in every subject.

As part of this development process lessons are regularly observed by the Subject Leader and the Senior Management Team. This careful monitoring leads to continual development of the staff and the subjects.

L1 Knowledge: The school knows where it is going. There is a `vision’ for geography that is helping to shape the way that the subject is taught and which acknowledges that we live in a global, interdependent world.

‘Teachers’ performance is monitored extremely effectively to ensure that the high quality is maintained consistently, and this ensures that all pupils achieve highly. No group falls behind, and all pupils, whatever their backgrounds or needs, make outstanding progress. The school’s outstanding promotion of equality is seen in the way the adults and pupils value and respect one another, so that there is no discrimination on any grounds.’ South Farnham School Ofsted report 2012.

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South Farnham School is committed to ensuring our curriculum has strong cross-curricular links. On every page of the Medium Term Planning the cross-curricular links are clearly stated to ensure they are referenced during the lesson.

Our Geography curriculum has very strong links with Science, Art, PSHE&C and English to name but a few. The concept of being a global citizen is referred to specifically in several different subjects as it is our intention to make sure the children are well informed about their role in the world and the responsibilities that come with it.

This shows the strong cross-curricular links that are planned meticulously into the Medium Term Planning

for the different lessons.

This is a text with a geographical focus which is explored in English by Year 4. By using texts such as these children are encouraged to consider geography in a range of different contexts, thereby making sure it is embedded across the curriculum and not considered a stand-alone subject.

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This is an overview of how the Medium Term planning is arranged at South Farnham. The lessons are then planned in individual weeks, examples of which have been shown

throughout this document.

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This is another example of Medium Term Planning from Year 2.

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Year: 6

Unit of work: Volcanoes and Earthquakes.

Context: Pupils explore the feelings of people who choose to live near a volcano through a diary entry.

Why was it chosen? This piece shows the strong cross-curricular links within the subjects that we teach at South Farnham.

What does it show children know, understand and can do? This piece shows that children are able to use their geographical skills in other subjects and similarly that they can use skills from across curriculum to develop their abilities in geography.

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We were one of the first cohort of schools to be appointed a National Teaching School. As part of this we are responsible for rolling out the new National Curriculum and helping others to do the same.

We have several SLE’s who are responsible for visiting other schools to help them to better their practices and deliver outstanding teaching and learning in all subjects. In addition to this, as a Centre of Excellence, other teachers will regularly visit South Farnham to observe the outstanding provisions for children that we put in place.

We are also responsible for delivering the SCITT programme for Surrey and as such have helped several training teachers become excellent practitioners.

This email is from the Geography Leader from a

different school who emailed our subject leader

asking to observe best practice and to give advice. This shows how we often

influence geographical practice beyond our own

school.

L2: The Subject Leader demonstrates good leadership skills in terms of targets, identifying CPD needs, resource provision and transition within and beyond the school.

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Subject monitoring at South Farnham is systematic and rigorous.

The SLT will regularly observe lessons to ensure the maintaining of standards in teaching and learning. This information is then used to inform performance management systems to ensure CPD.

Specific targets are developed and strategies for improvement are discussed. There is then a specific opportunity to share these best practice opportunities during every meeting at the school under the heading of ‘School Improvement’. These are shared in order to ensure that high quality geography is delivered across the school, thereby improving the children’s learning.

In addition to continual performance management reviews all staff are asked to complete a questionnaire towards the beginning of the school year in which they identify their own development needs. This allows the SLT the opportunity to target the individual needs of the teacher as well as to use the information to inform the School Development Programme. To address CPD teachers take part in both internal and external training including peer observations and peer teaching.

Minutes from a Geography Team meeting to discuss how to continue to develop the subject.

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The Board of Governors are very much involved in the maintaining of standards of teaching and learning across the school. The subject leader for Geography recently gave a brief presentation to the Board, describing the vision for the subject.

Following this the Governors themselves completed observations of Geography lessons across the key stages. These were discussed at their next meeting.

L2: The Subject Leader demonstrates good leadership skills in terms of targets, identifying CPD needs, resource provision and transition within and beyond the school.

‘The staff share his vision, and are equally ambitious to contribute to the school’s success. Governors are fully committed to the school and make an outstanding contribution to its work. Consequently the school is exceptionally well placed to continue building on its success.’ South Farnham School Ofsted report 2012.

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• Subject meetings take place once every half-term. Within them, the team are able to review the effectiveness of any new resources that have been implemented and discuss the outcomes or new ideas gained from attending network meetings or courses. In addition to this they can review the policy and School Development Plan before it is shared with the rest of the staff.

• Assessment for Learning is a key strength at South Farnham. Each term a piece of work from each core and foundation subject is levelled which, over the year, is collated as part of a portfolio of evidence for each individual child. The work is then levelled and recorded on the school network. Teachers have found that this levelling drives improvement forward in a positive way as teachers are able to identify what a child has achieved and provides a clear direction for how to improve both within the current class and when the child moves to the next stage of their education. The portfolios are then passed on to the child’s secondary school at the end of Key Stage Two.

L2: The Subject Leader demonstrates good leadership skills in terms of targets, identifying CPD needs, resource provision and transition within and beyond the school.

This tracking document evidences the regular assessments that take place in geography. The children should be making good progress through their time at South Farnham School and this document allows the teachers to identify children who are now making the correct levels of progress and set appropriate targets.

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Transitions between stages are well managed at South Farnham, with regular discussions and meetings between members of staff and the SLT.

In order to benefit the children between transitions, the needs of the class are assessed and teachers assigned appropriately according to their expertise. It is important that we ensure a multi-cultural approach in every classroom, showing equal opportunities throughout the school. We endeavour to ensure that the needs of the whole class are met through an engaging and inspiring teacher and a broad, balanced, creative curriculum.

L2: The Subject Leader demonstrates good leadership skills in terms of targets, identifying CPD needs, resource provision and transition within and beyond the school.

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Evaluation of the provision of resources is an on-going project. A resource audit will occur before the final curriculum meeting of the year. The subject leader provides the teachers with educational publications to explore which resources they feel would enhance the curriculum, in their year group. Resources are held in a central location for all staff to access. Resources specific to a year group are to be help by the year co-ordinator. ICT resources are available on the school network so all staff have access.

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Children are very much engaged in local initiatives, making their learning more meaningful as it is related directly to their lives. For example, children in Year Six take part in a traffic survey outside of the school, then decide how traffic around the school could be eased.

L3: Geography is valued within the school. It enhances other curriculum areas and whole school initiatives. It engages parents, community groups and other organisations locally and globally.

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Parents and friends are encouraged to come to school in order to share their experiences as part of our Bright Futures Programme. In addition to this there is a well-planned programme of visits and trips which enrich the children’s learning in geography. These include:

Year R – Gilbert White field centre in Selbourne: Natural environments and habitats.

Year 1 – Alice Holt field trip: Orienteering and map making skills. Year 2 – East Wellow Florence Nightingale trip: look at her journey from

England to Scutari in Turkey and consider different modes of transport. Year 3 - Dapdune Wharf: directions and forms of travel. Wisley Gardens

– landscape. Year 4 – Marchants Hill: orienteering and map reading skills. Year 5 – Osmington Bay: Rivers and coasts, fossils, habitats. Year 6 – Rainforest Roadshow: habitats. Natural History Museum:

Volcanoes and Earthquakes.

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Children take part in a range of local, national and international initiatives which helps them to further recognise their role as a global citizen. These include the Golden Boot Challenge, which encourages children to change the way they get to school, Switch-off fortnight which encourages children to be more energy aware in line with our status as a Green Flag Eco-School and World environment day which was the focus for a class assembly.

L3: Geography is valued within the school. It enhances other curriculum areas and whole school initiatives. It engages parents, community groups and other organisations locally and globally.

The ‘Golden Boot’ award

A Year 5 child giving a presentation about the Switch-off Fortnight

A script from a class assembly discuss World Environment Day

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We have a link with the Tezukayama school in Japan which is ‘sustained and mutually supportive’. The children regularly exchange correspondence with the children in Japan in order to learn about new cultures and civilisations. In addition to this a member of staff’s relative lives in Tokyo and works in a school and we set up a Skype conversations between him and the children in Year Six in order to enrich the children’s learning with experiences that they could relate to.

L3: Geography is valued within the school. It enhances other curriculum areas and whole school initiatives. It engages parents, community groups and other organisations locally and globally.

This is an example of the work that children from Tezukuyama school in Japan recently sent to the children at South Farnham School.

This is a picture of the Year 6 children participating in a Skype conversation with an ex-pupil in Japan.

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Originally the reason for entering the Quality Mark was as a result of a desire to raise the profile of geography within the school and use this to encourage the children to enjoy and achieve through its teaching. Having successfully achieved this, our new target is to continue to be a Centre of Excellence for the subject, helping to share best practice as far as possible and to continue to motivate children so they enjoy geography and all that the subject has to offer.

We are delighted to have strong links with the local community, including our achievements in the ‘Farnham In Bloom’ competition. The children created hanging baskets at the council greenhouses to display both at the school and in Farnham Town. The children appreciate the chance to enhance the appearance of the local environment and are proud to see their hard work on display.

Geography at our school

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One of the aims of the geography team was to encourage the children to understand their position as global citizens and the positive impacts that they can have on the rest of the world. We were particularly keen for the children to become more environmentally aware and so the Eco-Schools Action Team, which is run by the children with the support of parents, teachers and the governing body, along with the rest of the school, worked hard to achieve the ‘Green Flag’ award for Eco-Schools. We are very proud of this achievement, especially the children who have become ambassadors for the cause. In addition to this our co-Schools council have been responsible for several other school developments including the maintenance of the school’s pond area and vegetable gardens. The children take pride in what they do and regularly share their ideas with other children within the school.

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Where next? We are very proud of the extensive fieldwork opportunities that are available to

the children. In the future we aim to incorporate even more into the curriculum which are relevant to the children’s own lives and consider real-life issues they could face in their lifetimes, in line with new National Curriculum developments.

We have increased the children’s knowledge of geographical opportunities that could be presented to them in the future through our Bright Futures programme. Various professionals in different fields of work have been able to discuss their life experiences and careers with the children. We are aiming to further encourage this so as to draw the children’s attention to the possible careers that await them within this subject, teaching them how to turn their enthusiasm into a career.

The school has very much enjoyed developing a close partnership with our Japanese link school. We have also set up a link with a school in France. With the guidance of the British Council, we hope to continue to set up links with other schools around the world to enrich the children’s learning about other customs and cultures.

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Geography continues to prosper and develop within our school; the process of reviewing targets and setting new ones is

continual.

All staff at the school are keen to continue to ensure that Geography remains a focal point of learning within day-to-day

school life.